Educational Psychology : Reflection for Action
This book will help preservice teachers develop the skills necessary to become reflective practitioners who can frame questions about their classrooms and use a "scientist-practitioner" approach to answer those questions. The authors first focus on how students develop and how and why they might be motivated to learn. They then examine learning and teaching as well as the contexts in which these processes occur. And they discuss how to assess if a student has gained an understanding of the classroom material.
- Paperback | 624 pages
- 213.4 x 276.9 x 25.4mm | 1,088.63g
- 10 Feb 2006
- John Wiley and Sons Ltd
- John Wiley & Sons Inc
- New York, United States
- col. Illustrations
Table of contents
1. Introducing Educational Psychology and Reflective Practice. PART I: DEVELOPMENT AND MOTIVATION. 2. Cognitive Development. 3. Social Development. 4. Individual Differences among Learners. 5. Motivation to Learn. 6. Engaging Students in Learning. PARTB II: LEARNING AND TEACHING. 7. Behavioral Learning Theory. 8. Cognitive Theories of Learning. 9. Effective Teachers and the Process of Teaching. 10. Social Constructivism and Learning in Community. 11. Managing Learning in Classrooms. 12. Learning from Peers. PART III: ASSESSMENT. 13. Classroom Assessment. 14. Standardized and Standards-Based Assessments. Appendix: Relationship to PRAXIS II and INTASC. Glossary. References. Name Index. Subject Index.
About Angela O'Donnell
Angela M. O'Donnell is a Professor in the Department of Educational Psychology at The State University of New Jersey, Rutgers. She is the current President of Division 15 of the American Psychological Association. She has published extensively on the cognitive processes involved in learning. Johnmarshall Reeve is a Professor in the Department of Psychological and Quantitative Foundations at the University of Iowa. His research interests center on the empirical study of all aspects of human motivation and emotion, on which he has written widely. Jeffrey Smith is Professor of Education at The State University of New Jersey, Rutgers. He is former Associate Dean of the Graduate School of Education. His research interests include psychological factors involved in assessment, and classroom assessment and grading.