Educational Psychology: Reflection for Action

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John Wiley & Sons, Dec 6, 2011 - Education - 672 pages
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O'Donnell's latest issue of Educational Psychology: Reflection for Action 3rd Edition has the reflective practice framework that teaches skills necessary to know how to connect the theory to various situations.

This issue teaches critical thinking and reflective practice skills that are essential to long-term success and growth. Reflective practice is woven throughout the text using real classroom examples, and features such as "Analyze This Lesson Plan" and "How Can I Use This" to encourage probing and examining in order to find a solution.

 

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Contents

and Reflective Teaching xxxiv
1
Chapter Overview 2
2
Linking Theory to Practice 8
8
Narrowing the Gap between Theory
17
RIDE 23
23
Teachers and Teaching 28
29
Reflection for Action 29
29
Phases of Professional Growth 35
35
8
311
Reflection for Action 291
291
Tutoring 304
304
Tutoring and Students with Special Needs 310
310
Influences on Effectiveness in Heterogeneous
316
The Role of the Teacher 322
322
RIDE 326
326
Motivation and Engagement
333

Teaching Efficacy 41
41
Enjoying Your Work Finding Passion
47
Planning for Students with Special Needs 56
56
Summary 62
62
DEVELOPMENT
67
Reflection for Action 67
67
Brain Development 68
68
Stages in Cognitive Development 76
76
Classroom Applications 83
83
InstructionalConversations 89
89
Technology Support for Young Readers and Students
95
Your Turn 101
101
Relationships 111
111
Attachment for Learners with Special Needs 118
118
Moral Development 127
127
Aggression 136
136
Video Game Technology and Aggression 138
138
Summary 144
144
Behavioral Learning Theory
151
Reflection for Action 151
151
Negative Reinforcers to Strengthen Behaviors 157
157
Can Punishment Be Used Effectively? 163
163
Influences of Behavioral Learning Theory
177
Exercises 183
183
Reflection for Action 187
187
Addressing Student Diversity and Special Needs
194
The Tension between Freedom and Structure 197
197
Informal Correctives and Imposing
203
Special Needs Diversity and Instruction 210
210
RIDE 216
216
Cognitive Learning Theory
223
Reflection for Action 223
223
Memory Systems 230
230
Mnemonic Strategies 239
239
Teaching Concepts 245
245
Exercises 251
251
and Social Constructivism
255
Reflection for Action 255
255
Social Learning Theory 256
256
ComplexCognition 262
262
Complex Cognition and Social Constructivism 268
268
Scaffolding with Technology 274
274
Cognitive Apprenticeships 280
280
Summary 286
286
Learning from Peers
291
6
304
Reflection for Action 333
333
Engaging Diverse Learners 340
340
How to Motivate Students with Intellectual
346
Curiosity Interest and Positive Affect 356
356
Instructional Strategies to Ease Motivational
362
Summary 368
368
Motivation to Learn
373
Mastery Beliefs
381
Reflection for Action 373
373
MasteryModeling Programs 379
379
Reactions to Failure 382
382
Difficult Specific Goals Increase Performance 388
388
Promoting Mastery Goals 394
394
SelfRegulation for Students in Different Grades
400
RIDE 406
406
Individual Differences
413
Reflection for Action 413
413
HowIs Intelligence Measured? 420
420
Extremes of Intelligence 427
427
Inclusion 434
434
AttentionDeficit Disorder 440
440
Summary 446
446
Issues in Diversity
451
Reflection for Action 451
451
Ethnicity and Learning 457
457
Advantages and Concerns of Multicultural
463
Becoming a Teacher of Diverse Children 469
469
Exercises 475
475
ASSESSMENT
483
Assessments All around Us
485
Growth
491
Alternative or Production Format
497
Determining What to Assess
503
Comparing Performance with Expectations
510
Developing a Grading System
513
Maintaining Communication 519
519
Standardized and StandardsBased
527
Scales
537
Interpreting Standardized Assessments 547
547
Thinking about the Classroom School
553
Your Turn 559
559
Glossary
574
References
582
Name Index
619
Subject Index
629
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