Educational Psychology in Context

Readings for Future Teachers
1. Auflage 2005
ISBN: 978-1-4129-1387-4
Verlag: Sage Publications, Inc

Buch, Englisch, 328 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 627 g

Educational Psychology in Context: Readings for Future Teachers takes an exciting new approach to educational psychology by addressing the questions that real teachers in real schools ask about real students. This book's purpose is to provide a stimulating alternative to traditional texts by helping teachers develop a strong theoretical and research-based understanding of how their students learn and develop. Unlike other texts, this book of major readings is an anthology of primary-source readings selected for students entering the teaching profession and for teachers interested in examining learning and development. Bruce A. Marlowe and Alan S. Canestrari feature the original research and writing of the leading psychologists, cognitive scientists, and educators whose published work forms the very foundation of the field of educational psychology.

Key Features:

- Distinctive Approach: Features original research from classic primary source documents by well-known psychologists and educators, as well as the work of contemporary researchers that extends our understanding of child development and learning

- Thematic Organization: The published research is organized thematically by teaching issues, lending itself to classroom dialogue, debate, and discussion

- Real-World Experiences: Each reading is prefaced by a "Letter From the Field" written by practicing classroom teachers, creating a link between research and teachers' classroom issues

- Rich Pedagogy: Challenging questions help teachers develop a strong theoretical and research-based understanding of how their students learn and develop

- Self-Assessment: Classic experiments encourage teachers to read and think critically and to develop their own research-based teaching philosophy

The book is appropriate for courses in Educational Psychology, specifically Introduction to Educational Psychology, Learning Theory, Child/Adolescent Development, and Psychology of Learning at the undergraduate and graduate levels.

Autoren/Hrsg.

Marlowe, Bruce A.

Canestrari, Alan S.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

Acknowledgments
Introduction: Theory into Practice - Bruce A. Marlowe and Alan S. Canestrari
Part I: Real Classrooms
1. Planning for Effective Instruction: Lesson Design - Madeline Hunter and Doug Russell
2. Jigsaw Groups and the Desegregated Classroom: In Pursuit of Common Goals - Elliot Aronson and Diane Bridgeman
3. The Key to Classroom Management - Robert J. Marzano and Jana S. Marzano
4. What Makes a Good Teacher? - Richard P. Traina
Part II: How Does Learning Occur?
5. The Science of Learning and the Art of Teaching - B.F. Skinner
6. Transmission of Aggression Through Imitation of Aggressive Models - Albert Bandura, Dorothea Ross, and Sheila A. Ross
7. Students Remember … What They Think About - Daniel T. Willingham
8. Toward a Pedagogy of Depth in Everyday Classrooms: Exploring Relational Consciousness Among Teachers and Young Children - Darlene L. Witte-Townsend and Anne E. Hill
Part III: What Role Does Maturation Play in Learning
9. The Stages of Intellectual Development of the Child - Jean Piaget
10. Eight Ages of Man - Erik H. Erikson
11. Continuities and Discontinuities in Childhood and Adult Moral Development - Lawrence Kohlberg and R. Kramer
12. Images of Relationship - Carol Gilligan
Part IV: How Should Student Diversity Affect Teaching Practice?
13. English Only: The Tongue-Tying of America - Donaldo Macedo
14. Can Inclusion Work? A Conversation with Jim Kauffman and Mara Sapon-Shevin - John O’Neil
15. The First Seven … and the Eighth: A Conversation With Howard Gardner - Kathy Checkley
16. Insights About Creativity: Questioned, Rejected, Ridiculed, Ignored - Edward P. Torrance
Part V: What Factors Influence Student Motivation?
17. Five Reasons to Stop Saying "Good Job!" - Alfie Kohn
18. Caution: Praise Can Be Dangerous - Carol S. Dweck
19. A Theory of Human Motivation - Abraham H. Maslow
20. Alleviation of Learned Helplessness in the Dog - Martin E. P. Seligman, Stephen F. Maier, and James H. Geer
Part VI: What Do Good Assessments Look Like?
21. Standardized Testing and Its Victims - Alfie Kohn
22. Teaching to the (Authentic) Test - Grant Wiggins
23. Competitive Grading Sabotages Good Teaching - John D. Krumboltz and Christine J. Yeh
24. Letter to a State Test Scorer (From a Science Teacher Who Knows His 5th Graders Well) - Stephen Kramer
Index
About the Editors

Über Autor(innen)

Marlowe, Bruce A.
Bruce A. Marlowe
Bruce A. Marlowe earned his Ph.D. in Educational Psychology from The Catholic University of America in Washington, D.C. where he also completed two years of postdoctoral training in neuropsychological assessment. He is the co-author (with Marilyn Page) of Creating and Sustaining the Constructivist Classroom (Corwin Press) and of a 6- part video series entitled, Creating the Constructivist Classroom (The Video of Journal Education). He is also the co-editor (with Alan Canestrari) of Educational Psychology in Context: Readings for Future Teachers. He has taught at the elementary, secondary and University levels and is currently Professor of Educational Psychology and Special Education at Roger Williams University.

Canestrari, Alan S.
Alan Canestrari
Alan S. Canestrari, Ed.D, Boston University, a veteran social studies practitioner and Professor of Education at Roger Williams University, is co-editor (with Bruce Marlowe) of Educational Foundations: An Anthology of Critical Readings (Sage) and Educational Psychology in Context: Readings for Future Teachers (Sage). Educational Foundations was awarded the 2005 American Educational Studies Association Critics Choice Award. Canestrari had a long career in public schools and universities as a history teacher, department chair, adjunct professor at Rhode Island College, and mentor in the Brown University Masters of Teaching Program. He was the RI Social Studies Teacher of the Year in 1992.