Smith Challenges and Innovations in Educational Psychology Teaching and Learning

1. Auflage 2016
ISBN: 978-1-68123-398-7
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 460 Seiten

Leading faculty members in educational psychology, who are expert classroom teachers, describe inherent difficulties encountered when teaching different subject matter in educational psychology to diverse populations of students, including undergraduate teacher candidates, psychology and child development majors, and graduate students in education and psychology. Educational psychology addresses subject matter as diverse as child and adolescent development, motivation, learning theories, student assessment, teacher expertise, and research methods and statistics. Drawing from their years of classroom experience, as well as their expertise in designing and conducting educational research, the contributing authors report their successful instructional efforts and innovations designed to increase student learning and knowledge of the discipline.

Autoren/Hrsg.

Smith, M Cecil

Inhaltsverzeichnis

1;Cover;1
2;Challenges and Innovations in Educational Psychology Teaching and Learning;4
3;Library of Congress Cataloging-in-Publication Data;5
4;Contents;6
5;Contributors;10
6;Preface;12
7;SECTION I: TEACHING LEARNING THEORIES FOR EDUCATORS;24
7.1;CHAPTER 1: Teaching Across Rather Than Within Theories of Learning;26
7.2;CHAPTER 2: Teaching Behaviorism to Support Self-Regulation, Integration, and Transfer;38
7.3;CHAPTER 3: Teaching Learning Theories;52
7.4;CHAPTER 4: Using Belief Transformation as a Theoretical Framework for Teaching Educational Psychology;68
7.5;CHAPTER 5: Teaching Learning Strategies to Pre-Service Educators;82
7.6;CHAPTER 6: Understanding Learning Theories by Unpacking Learning Beliefs;94
7.7;CHAPTER 7: Lesson From The Karate Kid;106
7.8;CHAPTER 8: Teaching Educational Psychology in Cross-Disciplinary Courses;120
8;SECTION II: TEACHING MOTIVATION FOR TEACHERS AND EDUCATIONAL PSYCHOLOGISTS;130
8.1;CHAPTER 9: Using Motivation to Teach Motivation;132
8.2;CHAPTER 10: Teaching Motivation STrategies Using the Music Model of Motivation as a Conceptual Framework;146
8.3;CHAPTER 11: Making Motivation Meaningful by Mastering Maslow;160
8.4;CHAPTER 12: Teaching Pre-Service Teachers about Goal Orientations;174
8.5;CHAPTER 13: Finding Common Ground When Teaching Motivation;188
8.6;CHAPTER 14: Teaching Autonomy Support to Teachers;200
8.7;CHAPTER 15: Teaching about Optimal Experience or Flow;214
8.8;CHAPTER 16: Understanding Motivation Theories Using Project-Based Learning;228
9;SECTION III: TEACHING HUMAN DEVELOPMENT FOR TEACHERS;240
9.1;CHAPTER 17: Teaching Child Development to Prospective Educators;242
9.2;CHAPTER 18: Teaching Cognitive Development;256
9.3;CHAPTER 19: Teaching an Identity-Focused Course in Adolescent Development;268
9.4;CHAPTER 20: Human Development in Anne Frank;282
9.5;CHAPTER 21: Teaching About Family, Neighborhood, and Community Effects on Child and Adolescent Development;296
9.6;CHAPTER 22: Teaching Moral Development;310
10;SECTION IV: TEACHING RESEARCH METHODS, STATISTICS AND ASSESSMENT FOR THE NEXT GENERATION OF EDUCATIONAL PSYCHOLOGISTS;326
10.1;CHAPTER 23: Teaching Introductory Statistics;328
10.2;CHAPTER 24: Teaching Introductory Statistics;344
10.3;CHAPTER 25: Leveraging Statistics Anxiety and Other Promising Practices;356
10.4;CHAPTER 26: Teaching Statistics Through Team-Based Learning;368
10.5;CHAPTER 27: Teaching Large Scale Data Analysis;380
10.6;CHAPTER 28: Teaching Multilevel Modeling;392
10.7;CHAPTER 29: Assessment for Teachers;406
10.8;CHAPTER 30: From Idea to Publication;420
10.9;CHAPTER 31: Developing Coding Schemes;434
10.10;CHAPTER 32: Teaching Program Evaluation;448