Educational Psychology

by Kelvin Seifert & Rosemary Sutton

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This text is an introductory overview of conventional educational psychology for teacher education. The first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. However, the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate.

Description from LibreTexts.

Publisher
Global Text Project
Subjects
Social Sciences, Education and Professional Development
Licence
CC BY 3.0, as LibreTexts states it
Who can read
Teens profiles and older, judged from its title and subjects

Contents

LibreTexts writes equations in TeX, and here they show as TeX; the PDF has them typeset.

  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. About the authors and reviewer
  6. Licensing
  7. Introduction
  8. Preface
  9. 1: The Changing Teaching Profession and You
  10. 1.1: Introduction
  11. 1.2: The Joys of Teaching
  12. 1.3: Are There Also Challenges to Teaching?
  13. 1.4: Teaching Is Different from in the Past
  14. 1.5: How Educational Psychology Can Help
  15. 1.6: Summary, Key Words and References
  16. 2: The Learning Process
  17. 2.1: Introduction
  18. 2.2: Teachers' Perspectives on Learning
  19. 2.3: Major Theories and Models of Learning
  20. 2.4: Summary, Key Words and References
  21. 3: Student Development
  22. 3.1: Introduction
  23. 3.2: Why Development Matters
  24. 3.3: Physical Development During the School Years
  25. 3.4: Cognitive Development- The Theory of Jean Piaget
  26. 3.5: Social Development- Relationships, Personal Motives, and Morality
  27. 3.6: Moral Development- Forming a Sense of Rights and Responsibilities
  28. 3.7: Understanding "The Typical Student" Versus Understanding Students
  29. 3.8: Summary, Key Words and References
  30. 4: Student Diversity
  31. 4.1: Introduction
  32. 4.2: Individual Styles of Learning and Thinking
  33. 4.3: Multiple Intelligences
  34. 4.4: Gifted and Talented Students
  35. 4.5: Gender Differences in the Classroom
  36. 4.6: Differences in Cultural Expectations and Styles
  37. 4.7: Taking a Look At the Opportunity Gap
  38. 4.8: Accommodating Diversity in Practice
  39. 4.9: Summary, Key Words and References
  40. 5: Students with Special Educational Needs
  41. 5.1: Three People on the Margins
  42. 5.2: Growing Support for People with Disabilities- Legislation and Its Effects
  43. 5.3: Responsibilities of Teachers for Students with Disabilities
  44. 5.4: Categories of Disabilities and Their Ambiguities
  45. 5.5: Learning Disabilities
  46. 5.6: Attention Deficit Hyperactivity Disorder
  47. 5.7: Intellectual Disabilities
  48. 5.8: Behavioral Disorders
  49. 5.9: Physical Disabilities and Sensory Impairments
  50. 5.10: The Value of Including Students with Special Needs
  51. 5.11: Summary, Key Words and References
  52. 6: Student Motivation
  53. 6.1: Introduction
  54. 6.2: Motives as Behavior
  55. 6.3: Motives as Goals
  56. 6.4: Motives as Interests
  57. 6.5: Motives Related to Attributions
  58. 6.6: Motivation as Self-Efficacy
  59. 6.7: Motivation as Self-Determination
  60. 6.8: Expectancy X Value- Effects on Students' Motivation
  61. 6.9: TARGET- A Model for Integrating Ideas About Motivation
  62. 6.10: Summary, Key Words and References
  63. 7: Classroom Management and the Learning Environment
  64. 7.1: Introduction
  65. 7.2: Why Classroom Management Matters
  66. 7.3: Preventing Management Problems by Focusing Students on Learning
  67. 7.4: Responding to Student Misbehavior
  68. 7.5: Keeping Management Issues in Perspective
  69. 7.6: Summary, Key Words and References
  70. 8: The Nature of Classroom Communication
  71. 8.1: Introduction
  72. 8.2: Communication in Classrooms VS Communication Elsewhere
  73. 8.3: Effective Verbal Communication
  74. 8.4: Effective Nonverbal Communication
  75. 8.5: Structures of Participation- Effects on Communication
  76. 8.6: Communication Styles in the Classroom
  77. 8.7: Using Classroom Talk to Stimulate Students’ Thinking
  78. 8.8: The Bottom Line- Messages Sent, Messages Reconstructed
  79. 8.9: Summary, Key Words and References
  80. 9: Facilitating Complex Thinking
  81. 9.1: Introduction
  82. 9.2: Forms of Thinking Associated with Classroom Learning
  83. 9.3: Critical Thinking and Creative Thinking
  84. 9.4: Problem-Solving
  85. 9.5: Broad Instructional Strategies that Stimulate Complex Thinking
  86. 9.6: Teacher-Directed Instruction
  87. 9.7: Student-Centered Models of Learning
  88. 9.8: Inquiry Learning and Cooperative Learning
  89. 9.9: Examples of Cooperative and Collaborative Learning
  90. 9.10: Instructional Strategies- An Abundance of Choices
  91. 9.11: Summary, Key Words and References
  92. 10: Planning Instruction
  93. 10.1: Introduction
  94. 10.2: Selecting General Learning Goals
  95. 10.3: Formulating Learning Objectives
  96. 10.4: Students as a Source of Instructional Goals
  97. 10.5: Enhancing Student Learning Through a Variety of Resources
  98. 10.6: Creating Bridges Among Curriculum Goals and Students' Prior Experiences
  99. 10.7: Planning for Instruction as well as for Learning
  100. 10.8: Summary, Key Words and References
  101. 11: Teacher-Made Assessment Strategies
  102. 11.1: Introduction
  103. 11.2: Basic Concepts
  104. 11.3: Assessment for Learning- An Overview of the Process
  105. 11.4: Selecting Appropriate Assessment Techniques I- High Quality Assessments
  106. 11.5: Reliability
  107. 11.6: Absence of Bias
  108. 11.7: Selecting Appropriate Assessment Techniques II- Types of Teacher-Made Assessments
  109. 11.8: Selected Response Items
  110. 11.9: Constructed Response Items
  111. 11.10: Portfolios
  112. 12: Teacher-Made Assessment Strategies (Part 2)
  113. 12.1: Assessment that Enhances Motivation and Student Confidence
  114. 12.2: Teachers' Purposes and Beliefs
  115. 12.3: Choosing Assessments
  116. 12.4: Providing Feedback
  117. 12.5: Self and Peer Assessment
  118. 12.6: Adjusting Instruction Based on Assessment
  119. 12.7: Communication with Parents and Guardians
  120. 12.8: Action Research- Studying Yourself and Your Students
  121. 12.9: Grading and Reporting
  122. 12.10: Summary, Key Words and References
  123. 13: Standardized and other Formal Assessments
  124. 13.1: Introduction
  125. 13.2: Basic Concepts
  126. 13.3: High-Stakes Testing by States
  127. 13.4: International Testing
  128. 13.5: International Comparisons
  129. 13.6: Understanding Test Results
  130. 13.7: Issues with Standardized Tests
  131. 13.8: Summary, Key Words and References
  132. 14: Appendix A- Preparing for licensure
  133. 15: Appendix B- Deciding for yourself about the research
  134. 16: Appendix C- The Reflective Practitioner
  135. 16.1: Introduction
  136. 16.2: Types of Resources for Professional Development and Learning
  137. 16.3: Reading and Understanding Professional Articles
  138. 16.4: Action Research- Hearing from Teachers About Improving Practice
  139. 16.5: The Challenges of Action Research
  140. 16.6: Benefitting From All Kinds of Research
  141. 16.7: Summary, Key Words and References
  142. 17: Appendix D- Supplemental Resources by Chapter
  143. Back Matter
  144. Index
  145. Index
  146. Glossary
  147. Detailed Licensing