Educational Psychology

Herausgeber: Cauley, Kathleen M.; Pannozzo, Gina M.

• Broschiertes Buch

Produktbeschreibung

The Annual Editions series is designed to provide convenient, inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. Annual Editions volumes have a number of organizational features designed to make them especially valuable for classroom use: a general introduction; an annotated table of contents; a topic guide; an annotated listing of supporting World Wide Web sites; Learning Outcomes and a brief overview at the beginning of each unit; and a Critical Thinking section at the end of each article. Each volume also offers an online Instructor's Resource Guide with testing materials. Using Annual Editions in the Classroom is a general guide that provides a number of interesting and functional ideas for using Annual Editions readers in the classroom. Visit www.mhhe.com/annualeditions for more details.

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Produktdetails

• Annual Editions: Educational P
• Verlag: Dushkin Publishing
• 12/13
• Seitenzahl: 282
• Erscheinungstermin: Februar 2012
• Englisch
• Abmessung: 272mm x 208mm x 18mm
• Gewicht: 544g
• ISBN-13: 9780078051296
• ISBN-10: 0078051290
• Artikelnr.: 34156405

Inhaltsangabe

Annual Editions: Educational Psychology 12/13, Twenty-Seventh Edition
Preface
Series
Correlation Guide
Topic Guide
Internet References
Unit 1: Perspectives on Teaching
Unit Overview
1. Inspired Responses, Carol Frederick Steele, Educational Leadership,
December 2010/January 2011
Ms. Steele equates effective teaching with inspired teaching and
expands on four of the thirteen most important skills in the National
Board for Professional Teaching Standards. She helps us see how novice
teaching develops into inspired teaching.
2. Reform: To What End?, Mike Rose, Educational Leadership, April 2010
Mr. Rose argues that educational reform efforts should concentrate on
developing teacher expertise with professional development activities
such as summer workshops with subject-matter experts and effective
teachers. These workshops would energize teachers to consider effective
teaching techniques and help them create learning-friendly environments
with intellectual rigor, student responsibility for learning, and
respect.
3. Embarking on Action Research, Catherine M. Brighton, Educational
Leadership, February 2009
The author leads us through seven basic steps for conducting action
research. She shows how teachers can conduct reflective, systematic
inquiry to address problems they encounter while teaching.
4. Teaching with Awareness: The Hidden Effects of Trauma on Learning,
Helen Collins Sitler, The Clearing House, January/February 2009
This pertinent article helps teachers understand the psychological
effects of trauma on students and how they might mitigate those
effects.
5. Supporting Adolescents Exposed to Disasters, Anne K. Jacobs, Eric
Vernberg, and Stephanie J. Lee, The Prevention Researcher, September
2008
The authors present ways to prepare and support youth before, during,
and after a major disaster. Online resources are also listed to meet
the unique needs of students as they deal with the traumatic events.
Unit 2: Development
Unit Overview
Part A. Childhood
6. Play and Social Interaction in Middle Childhood, Doris Bergen and
Doris Pronin Fromberg, Phi Delta Kappan, February 2009
The authors discuss how play is valuable for children's cognitive,
social, emotional, and physical development. They present ways in which
teachers and parents can facilitate play that supports student growth.
7. It's All in the Game: Designing and Playing Board Games to Foster
Communication and Social Skills, Kathleen M. Collins et al. Young
Children, March 2011
The authors explain the many benefits to children creating their own
board games to promote language and literacy development. This approach
can also promote social skills while meeting learning standards.
8. Why We Should Not Cut P.E., Stewart G. Trost and Hans van der Mars,
Educational Leadership, December 2009/January 2010
The authors discuss five studies that show that instructional time for
physical education does not harm academic achievement and may help it.
They also show that physical fitness and physical activity benefit the
health of children, their academic performance and cognitive activity
in general.
Part B. Adolescence
9. Adolescent Brain Development and Drugs, Ken C. Winters, and Amelia
Arria, The Prevention Researcher, April 2011
The authors review the basics of how the adolescent brain develops and
examine how brain development affects adolescent decision making about
risky behavior. They also explore the vulnerability of the adolescent
brain to drug use and implications for drug prevention and treatment.
10. Adolescent Decision Making: An Overview, Bonnie Halpern-Felsher,
The Prevention Researcher, April 2009
Bonnie Halpern-Felsher explains a model of competent decision making
and discusses factors that influence adolescents as they engage in the
process. This model suggests the need to go beyond discussing risks and
resisting peer pressure as we help teens make good decisions.
11. Peer Contexts for Lesbian, Gay, Bisexual, and Transgender Students:
Reducing Stigma, Prejudice, and Discrimination, Stacey S. Horn, and
Katherine E. Romeo, The Prevention Researcher, November 2010
This article explores how the attitudes and beliefs of peers can
alienate LGBT youth. Ways in which schools can construct more
supportive peer contexts for LGBT adolescents and to promote greater
tolerance of diversity are discussed.
12. What Educators Need to Know about Bullying Behaviors, Sandra
Graham, Phi Delta Kappan, September 2010
Ms. Graham dispels myths about the characteristics of bullies and
victims. Internet resources are provided to help support adolescents
who are targets of peer victimization.
13. The Bridge to Character, William Damon, Educational Leadership,
February 2010
Mr. Damon argues that children's natural moral sense needs adult
guidance in school. Issues of academic integrity or theft in high
schools provide natural opportunities for teachers to engage
adolescents in discussions of moral issues. He also advocates for
character education that inspires students toward a sense of purpose.
Unit 3: Individual Differences among Learners
Unit Overview
Part A. Exceptional Learning Needs
14. Improving the Way We Think about Students with Emotional and/or
Behavioral Disorders, Kelley S. Regan, TEACHING Exceptional Children,
May/June 2009
A teacher can create a positive learning environment by reflecting on
his or her own mindset toward students with emotional and/or behavioral
disorders. The article identifies ways to build trusting relationships
with these and use creative resources to work with these students with
special needs.
15. Sam Comes to School: Including Students with Autism in Your
Classroom, Diana Friedlander, The Clearing House, January/February 2009
Diana Friedlander discusses the nature of autism and provides
strategies that teachers can use to help typical students as well as
students with special needs succeed in the inclusive classroom.
16. Working Memory Weaknesses in Students with ADHD: Implications for
Instruction, Rhonda Martinussen and Ashley Major, Theory into Practice,
July 2011
The authors explain the concept of working memory and show how working
memory deficits can be implicated in some of the behaviors of children
with both ADHD and executive function deficits (EF). They also offer
suggestions for teachers to adapt instruction to reduce working memory
demands for these students with special needs in inclusive classrooms.
Part B. Gifted and Talented
17. How Can Such a Smart Kid Not Get It?: Finding the Right Fit for
Twice-Exceptional Students in Our Schools Nina Yssel, Mike Prater, and
Deb Smith, Gifted Child Today, Winter 2010
The authors discuss the challenges faced by students who are both
gifted and who have special needs such as Asperger's syndrome,
attention-deficit hyperactivity disorder, or a learning disability.
18. The Relationship of Perfectionism to Affective Variables in Gifted
and Highly Able Children, Mary M. Christopher and Jennifer Shewmaker,
Gifted Child Today, Summer 2010
This study examines the relationship between perfectionism and
emotional development of gifted students. It finds that some
perfectionist tendencies are related to depression, but may not
necessarily be anxiety provoking.
19. Social and Emotional Development of Gifted Children: Straight Talk,
Tracy L. Cross, Gifted Child Today, Spring 2009
This article discusses eight issues that can help teachers and parents
support the development of gifted students.
Part C. Diversity
20. Students Without Homes, Vicky S. Dill, Educational Leadership,
November 2010
Ms. Dill discusses the rights of children who are at-risk because they
are homeless. Indicators of homelessness, and ways in which teachers
can support students who have become homeless, are presented.
21. Improving Schooling for Cultural Minorities: The Right Teaching
Styles Can Make a Big Difference, Hani Morgan, Educational Horizons,
Winter 20 10
Multicultural education includes effectively teaching students from
different cultures. Hani Morgan describes differing needs of students
from a variety of cultures and suggests ways to avoid stereotyping
students and teach in a culturally responsive manner.
22. The Myth of PINK & BLUE Brains, Lise Eliot, Educational Leadership,
November 2010
Lise Eliot explains how small gender differences in infancy become
magnified through parental interactions with their children. She argues
that teachers, as well, need to be aware of how they treat boys and
girls so they do not exacerbate gender stereotypes.
23. Gender Matters in Elementary Education: Research-based Strategies
to Meet the Distinctive Learning Needs of Boys and Girls, Virginia
Bonomo, Educational Horizons, Summer 2010
Ms. Bonomo discusses gender-based differences between boys and girls
and how they learn. She suggests teaching strategies appropriate to
each.
Unit 4: Learning and Instruction
Unit Overview
Part A. Learning and Cognition
24. A Fresh Look at Brain-Based Education, Eric P. Jensen, Phi Delta
Kappan, February 2008
Mr. Jensen ponders the question, "Can we make better-informed decisions
about teaching based on what we have learned about the brain?" The
author reviews developments in the neurosciences and their potential
applications to schools and classrooms and suggests research in the
area of cognitive neuroscience may afford the best interdisciplinary
understanding of the brain, the mind and education.
25. What Will Improve a Student's Memory?, Daniel T. Willingham,
American Educator, Winter 2008Ð2009
In this selection from Mr. Willingham's column "Ask the Cognitive
Psychologist," he summarizes three key principles about how human
memory works and common myths or misconceptions about memory and
suggests a number of applications to the classroom, including a list of
more common mnemonic devices and how they work to increase students'
memory of information.
26. Classroom Assessment and Grading to Assure Mastery, James P. Lalley
and J. Ronald Gentile, Theory Into Practice, January 2009
In this article, the authors present the difference between mastery and
expertise; as well as the importance of mastery with regard to initial
learning, forgetting, and re-learning. They highlight the key
components to be considered when designing a mastery learning
environment and the important role of assessment to the process.
27. Backward Design: Targeting Depth of Understanding for All Learners,
Amy Childre, Jennifer R. Sands, and Saundra Tanner Pope, Teaching
Exceptional Children, May/June 2009
The authors argue that developing instruction that enables students to
construct understanding (as opposed to knowledge) requires thoughtful
planning and curriculum design. They present a step-by-step guide to
backward design, including both elementary and high school examples
reflecting the process and highlight the importance of this approach
for inclusive classrooms.
Part B. Instructional Strategies
28. "To Find Yourself, Think for Yourself": Using Socratic Discussions
in Inclusive Classrooms, Barbara Fink Chorzempa and Laurie Lapidus,
Teaching Exceptional Children, January/February 2009
The authors provide a description of Socratic seminars and their
usefulness in terms of developing students' ability to think
independently, particularly as they relate to critically reading and
analyzing literature. They highlight the importance of the classroom
environment and foundational knowledge and skills as prerequisites to
successful seminars; as well as the roles of the teacher and students
during a whole class Socratic discussion.
29. Structuring the Talk: Ensuring Academic Conversations Matter, Nancy
Frey and Douglas Fisher, The Clearing House, January 2011
Ms. Frey and Mr. Fisher discuss how to provide appropriate structures
and supports to engage in academic discussions across a variety of
content areas. The article focuses on the importance of establishing
purpose, using language frames and scaffolding (particularly for
English Learners), and incorporating productive small group work.
30. Cheating Themselves Out of an Education: Assignments That Promote
Higher-Order Thinking and Honesty in the Middle Grades, Nicole Zito and
Patrick J. McQuillan, Middle School Journal, November 2010
In this article, the authors report findings from a small scale study
that examined academic (dis)honesty in the context of a small private
day school. They use goal theory to examine the academic context of the
school and highlight providing students with inherently valuable and
meaningful assignments is one way to decrease incidences of dishonesty
because students appreciate that the system rewards them for
understanding rather than performance.
31. Creative Teaching: Why It Matters and Where to Begin, Jennifer L.
Rinkevich, The Clearing House, August 2011
Ms. Rinkevich reminds us that creativity is beneficial not only for
student learning, but their development as well. She examines
creativity in teaching and provides some simple strategies for teachers
to foster creativity in their own practice.
32. What Happens When Eighth Graders Become the Teachers?, Stephanie
Stecz, Teachers College Record, August 2009
In this article from a special issue on teacher research, Ms. Stecz, a
teacher in the Chicago Public Schools, reports findings from an action
research project she conducted in her classroom. In the project, she
asked a group of eighth-grade students to work in small groups to
develop and teach lessons about Japan to second-, third-, and
fourth-grade classes over a 10-week period. She uses excerpts from a
personal journal, quotes from student discussions, and comments on
surveys to describe the process and reactions of the students involved
in the project. Ms. Stecz discusses how students' ownership of the
content changed, unexpected students emerged as leaders, and her own
beliefs and approach to teaching were affected by the project.
Part C. Technology and The Internet
33. What Is Technology Education? A Review of the "Official
Curriculum", Ryan A. Brown and Joshua W. Brown, The Clearing House,
January 2010
The authors make an important distinction between "technology
education" and "educational technology." They review and summarize
Standards from the International Technology Education Association
(ITEA) and provide suggestions for what technology education should
look like, how it should be assessed, and why it is important.
34. Plagiarism in the Internet Age, Rebecca Moore Howard and Laura J.
Davies, Educational Leadership, March 2009
The authors discuss dealing with plagiarism in the classroom, an issue
made more complex by the Internet and accessibility of information
online. They suggest that worthwhile attempts to prevent plagiarism at
any grade level should include discussing values both broad and those
specific to writing, guiding students in the process of online
research, and teaching students how to critically read and summarize
sources.
35. Transforming Education with Technology: A Conversation with Karen
Cator, Marge Scherer, Educational Leadership, February 2011
In this article, Ms. Scherer has a conversation with the U.S.
Department of Education Director of the Office of Educational
Technology, Karen Cator. The conversation covers a range of topics from
online learning experiences and inequities in access to technology to
the national technology plan and the need for research.
36. Assessing Middle School Students' Knowledge of Conduct and
Consequences and Their Behaviors Regarding the Use of Social Networking
Sites, Stacey L. Kite, Robert Gable, and Lawrence Filippelli, The
Clearing House, July 2010
In this article, the authors discuss findings from a survey study
involving seventh and eighth graders. They asked students to fill out a
questionnaire about their knowledge of appropriate behavior on social
networking sites, bullying sites, and Internet use of social networking
sites. The authors discuss the implications of students' responses for
parents and teachers specifically with regard to cyberbullying and
Internet predators.
Unit 5: Motivation and Classroom Management
Unit Overview
Part A. Motivation and Engagement
37. The Perils and Promises of Praise, Carol S. Dweck, Educational
Leadership, October 2007
In this article, Carol Dweck, well-kn own for her work on the impact of
praise on students, summarizes research that examines the relationships
among intelligence, student effort, teacher praise, and student
motivation. She suggests that educators should move away from the
belief that intellectual ability is fixed and adopt a "growth
mind-set." Students also need to learn that intellectual development
involves forming new connections through effort and learning. The
article reports results of an investigation in which students were
taught to think about their "brains as muscles that needed exercising,"
in addition to study skills, time management techniques, and memory
strategies.
38. Should Learning Be Its Own Reward?, Daniel T. Willingham, American
Educator, Winter 2007Ð2008
The author uses recent initiatives by several schools in several states
to pay students for performance on high-stakes standardized tests as a
way to examine the use of and impact of rewards on student learning. He
summarizes the arguments against the use of rewards into three
categories and then suggests ways teachers can appropriately use
rewards while avoiding their potentially detrimental effects.
39. Beyond Content: How Teachers Manage Classrooms to Facilitate
Intellectual Engagement for Disengaged Students, Deborah L. Schussler,
Theory Into Practice, March 2009
Ms. Schussler describes how teachers in an alternative middle school
for students with academic potential manage classrooms in such a way
that students perceive they will have opportunities for success, there
is flexibility in terms of how learning can occur, and they are
respected as learners. She uses quotes from students to illustrate how
academic challenge, academic support, authentic tasks, flexible
instruction, and relevant and interesting material fostered
intellectual engagement.
40. Regulation of Motivation: Contextual and Social Aspects,
Christopher A. Wolters, Teachers College Record, February 2011
In this article, Mr. Wolters reviews what it means to be a
self-regulated learner by specifically examining regulation of
motivation. He discusses previous research that has focused on
regulation of motivation across contexts and developmental levels and
highlights this importance of social influences on the development of
regulation of motivation. He concludes that regulation of motivation is
a critical aspect of self-regulation and deserves further attention and
greater examination.
Part B. Classroom Management
41. Middle School Students Talk about Social Forces in the Classroom,
Kathleen Cushman and Laura Rogers, Middle School Journal, January 2008
In this article, Ms. Cushman and Ms. Rogers describe how the social
world and uncertainty of adolescence affects students' perceptions of
their academic abilities and how teachers sometimes unwittingly create
conflict for students as they try to navigate their social and academic
worlds. The authors use students' responses in small group interviews
to illustrate what middle school students care about and their thoughts
about what teachers do and do not do that impact their feelings and
beliefs about school.
42. Classroom Management Strategies for Difficult Students: Promoting
Change through Relationships, Mary Ellen Beaty-O'Ferrall, Alan Green,
and Fred Hanna, The Middle School Journal, March 2010
In this article, the authors focus on classroom management as
relationship building. They highlight the importance of classroom
management and relationships, particularly for students during the
middle grades, not only academically, but socially and emotionally as
well. A number of well-supported strategies for building positive and
effective relationships, including a special focus on multicultural
connections, are provided that are applicable to any age or grade level
of student.
43. From Ringmaster to Conductor: 10 Simple Techniques Can Turn an
Unruly Class into a Productive One, Matthew A. Kraft, Phi Delta Kappan,
April 2010
Mr. Kraft draws the distinction between classroom management (practices
that provide the foundation for the classroom environment and
structure) and behavior management (techniques that are used to address
specific or individual situations and essential to a positive, safe
learning environment). He provides a list of five specific strategies
under each area that allow the teacher to foster a classroom
environment similar to a "symphony of learners" rather than a
"three-ring circus."
44. Behavior Basics: Quick Behavior Analysis and Implementation of
Interventions for Classroom Teachers, Shanon S. Taylor, The Clearing
House, August 2011
This article provides a brief, but thorough overview of how general
education teachers can implement a behavior analysis in order to design
basic interventions with students in their classrooms. An overview of
behavior analysis and common intervention strategies are presented
within the context of behavioral learning theory.
45. Calling All Frequent Flyers, Ross W. Greene, Educational
Leadership, October 2010
Mr. Greene promotes a problem-solving and collaborative approach to
addressing problem behaviors at the school/building rather than
individual teacher/classroom level. He provides a review of how, when,
and why students are challengingÑtaking the perspective that
challenging behaviors arise when students don't have the skills and
capacity to adapt to the demands placed upon them.
Unit 6: Assessment
Unit Overview
Part A. Standards, Accountability and Standardized Testing
46. Building on the Common Core, David T. Conley, Educational
Leadership, March 2011
In this article, the author discusses the release of the Common Core
Standards in June 2010 and their implication for the classroom. Using
his work at the Educational Policy Improvement Center during the last
10 years as a basis, Mr. Conley identifies key cognitive strategies
necessary for post-secondary and career success and how they can be
supported through the common core standards.
47. The Many Meanings of "Multiple Measures", Susan M. Brookhart,
Educational Leadership, November 2009
Ms. Brookhart suggests that, "to use multiple measures appropriately,
[educators must] start by understanding their purposes." She provides
definitions of multiple measures from National Council on Measurement
in Education (NCME), and standards for psychological testing written
jointly by the American Educational Research Association (AERA),
American Psychological Association (APA), and National Council on
Measurement in Education (NCME). She explains the purpose of multiple
measures in terms of enhancing validity, provides examples of three
ways to combine multiple measures and concludes with a discussion of
how multiple measures are used to inform classroom-level and school-or
policy-level decisions.
48. Data-Driven Decision Making, Michael J. Donhost and Vincent A.
Anfara, Jr., Middle School Journal, November 2010
In synthesizing the literature on data-driven decision making, the
authors identify five essential phases that must be part of the process
if school administrators and educators attempt to make sense of the
overwhelming amounts of data they are required to collect as part of
NCLB. The article also highlights two key gaps in the literature
related to: (1) criticism by researchers of the use of accountability
test data to drive school improvement strategies and (2) involving
students in the decision making process.
49. Strategic Measures of Teacher Performance, Anthony Milanowski, Phi
Delta Kappan, April 2011
In this article the topics of teacher evaluation and how best to
measure teacher performance are addressed. Mr. Milanowski suggests
three essential measurement systems of teacher practice to demonstrate
competency, in combination with value-added measures of productivity as
models that have the most promise.
Part B. Classroom Assessment
50. Using Self-Assessment to Chart Students' Paths, Margaret Heritage,
Middle School Journal, May 2009
In this article, Ms. Heritage highlights the importance of learners
taking control of their learning, which includes developing
metacognitive skills. She suggests the developmental transitions that
take place during middle school make it an ideal time for teachers to
foster the development of these skills by incorporating self-assessment
practices in their classrooms. The author also focuses on formative
assessment and teacher feedback as essential components of the
self-assessment process.
51. Peer Assessment, Keith J. Topping, Theory Into Practice, January
2009
An in-depth discussion of the use of peer assessment, including an
example from a secondary English classroom is presented by the author.
He identifies benefits of peer assessment, as well as concerns about
implementation and issues associated with reliability and validity,
concluding with several considerations when organizing peer assessment
in the classroom.
52. Assessment-Driven Improvements in Middle School St