| Contemporary Educational Psychology |
| | The Changing Teaching Profession and You |
| | Physical Development during the School Years |
| | Trends in Height and Weight |
| | Puberty and Its Effects on Students |
| | Development of Motor Skills |
| | >>Note: The Theory of Jean Piaget |
| | >>Note: Relationships and Personal Motives |
| | >>Note: Forming a Sense of Rights and Responsibilities |
| | Understanding "The Typical Student" versus Understanding Students |
| | Students with Special Educational Needs |
| | Classroom Management and the Learning Environment |
| | Operant Conditioning as a Way of Motivating |
| | Cautions about Behavioral Perspectives on Motivation |
| | Motives related to attributions |
| | Motivation as self-determination |
| | >>Note: effects on students' motives |
| | The bottom line about motivation |
| | >>Note: sustaining focus on learning |
| | Teacher-made Assessment Strategies |
| | Standardized and Other Formal Assessments |
| | The Nature of Classroom Communication |
| | The Reflective Practitioner |
| | The Reflective Practitioner |
| | Types of resources for professional development and learning |
| | Professional associations and professional development activities |
| | The challenges of action research |
| | Practical issues about action research |
| | Ethical cautions about action research |
| | Insuring privacy of students |
| | Insuring freedom to participate |
| | Reading and Understanding Professional Articles |
| | Three purposes of educational publications |
| | Authors' assumptions about readers |
| | Examples of Professional Publications |
| | How do children acquire moral commitments? |
| | Relevance: A truly universal framework? |
| | The reader's role: Interested observer of children |
| | Learning disability as a misleading label |
| | Relevance: A critical framework |
| | The reader's role: Concerned advocate for social justice |
| | The impact of bilingualism on reading |
| | Relevance: Framework, but also recommendations for practice |
| | The reader's role: Both teacher and researcher |
| | Benefiting from All Kinds of Research |
| | >>Note: Hearing from teachers about improving practice |
| | The nature of action research |
| | Action research in practice |
| | Focusing on motivating students |
| | Focusing on collaboration |
| | Contemporary Educational Psychology |
| | The Changing Teaching Profession and You |
| | Educational Testing Service |
| | Education branch of UNESCO |
| | Council for Exceptional Children |
| | Key Terms of The Changing Teaching Profession |
| | Accountability in education |
| | Adequate yearly progress (AYP) |
| | No Child Left Behind Act of 2001 (NCLB) |
| | The Changing Teaching Profession and You |
| | increased diversity of students |
| | the spread of instructional technology in schools and classrooms |
| | increased expectations for accountability in education |
| | the development of increased professionalism among teachers |
| | Useful perspectives specifically in three areas of teaching |
| | instruction and assessment |
| | the psychological and social awareness of teachers |
| | How Educational Psychology Can Help |
| | Teaching Is Different From in the Past |
| | Using Technology To Support Learning |
| | Accountability in Education |
| | Increased Professionalism of Teachers |
| | Are There Also Challenges To Teaching? |
| | Contemporary Educational Psychology |
| | Planning for instruction as well as for learning |
| | Creating bridges among curriculum goals and students' experiences |
| | Enhancing student learning through a variety of resources |
| | Students as a source of instructional goals |
| | Formulating learning objectives |
| | Taxonomies of educational objectives |
| | Selecting General Learning Goals |
| | National and State Learning Standards |
| | Curriculum Frameworks and Curriculum Guides |
| | Selecting general learning goals |
| | Contemporary Educational Psychology |
| | Teacher-made Assessment Strategies |
| | How are various assignments and assessment weighted? |
| | How should grades be calculated? |
| | What kinds of grade descriptions should be used? |
| | Assessment that enhances motivation and student confidence |
| | Teachers' beliefs and purposes |
| | Choice of assessment task |
| | Adjusting instruction based on assessment |
| | Communicating with parents and guardians |
| | Studying yourself and your students |
| | Cycles of planning, acting and reflecting |
| | Ethical issues-privacy, voluntary consent |
| | Summary of Teacher-made Assessment Strategies |
| | Selecting appropriate assessment techniques |
| | Assessment for Learning: An Overview |
| | Step 1: Having clear instructional goals and communicating them to students |
| | Step 2: Selecting appropriate assessment techniques |
| | Step 3. Using assessment to enhance motivation and confidence |
| | Step 4: Adjusting instruction based on information |
| | Step 5: Communicating with parents and guardians |
| | Contemporary Educational Psychology |
| | Forms of Thinking Associated with Classroom Learning |
| | Major instructional strategies and their relationships |
| | Madeline Hunter's Effective Teaching Model |
| | Student-centered models of learning |
| | Instructional strategies: |
| | Contemporary Educational Psychology |
| | Standardized and Other Formal Assessments |
| | Uses of standardized tests |
| | High States Testing by States |
| | Standards Based Assessment |
| | Academic Content Standards |
| | Alignment of Standards, Testing and Classroom Curriculum |
| | Growth or Value Added models |
| | Differing State Standards |
| | Implications for Beginning Teachers |
| | Testing in Canadian Provinces |
| | Other International Testing |
| | Understanding Test Results |
| | Measures of Central Tendency and Variability |
| | Issues with Standardized Tests |
| | Are Standardized Tests biased? |
| | Do Teachers teach to the Tests? |
| | Do Students and Educators try to cheat? |
| | Contemporary Educational Psychology |
| | Classroom Management and the Learning Environment |
| | Why classroom management matters |
| | Preventing management problems by focusing students on learning |
| | Pacing and structuring lessons and activities |
| | Responding to student misbehavior |
| | Keeping management issues in perspective |
| | Contemporary Educational Psychology |
| | The Nature of Classroom Communication |
| | Effective Nonverbal Communication |
| | Using Classroom Talk to Stimulate Students' Thinking |
| | Probing for Learner Understanding |
| | Helping Students to Articulate Their Ideas and Thinking |
| | Promoting Academic Risk-Taking and Problem-Solving |
| | Promoting a Caring Community |
| | Structures of Participation: Effects on Communication |
| | Communication Styles in the Classroom |
| | Effective Verbal Communication |
| | Effective Procedural and Control Talk |
| | Communication in Classrooms vs. Communication Elsewhere |
| | Contemporary Educational Psychology |
| | Students with Special Educational Needs |
| | Growing Support for People with Disabilities: |
| | Legislation and Its Effects |
| | Rehabilitation Act of 1973, Section 504 |
| | Americans with Disabilities Act of 1990 (or ADA). |
| | Individuals with Disabilities Education Act (or IDEA) |
| | Categories of Disabilities-and Their Ambiguities |
| | Attention deficit hyperactivity disorder |
| | Physical disabilities and sensory impairments |
| | Intellectual disabilities |
| | Three People on the Margins |
| | Responsibilities of Teachers for Students with Disabilities |
| | Individual Educational Plan |
| | Student may have trouble with |
| | hearing a question clearly |
| | marking an answer in time even when he or she knows the answer |
| | concentrating on a task in the presence of other people |
| | answering a question at the pace needed by the rest of the class |
| | Least Restrictive Environment |
| | The value of including students with special needs |
| | Contemporary Educational Psychology |
| | Key Terms of The Learning Process |
| | Changes in How Students Think |
| | Changes in What Students Do |
| | Major Theories and Models of Learning |
| | Teachers' Perspectives on Learning |
| | Dependence of Learning on Curriculum |
| | Dependence of Learning on Teaching |
| | Transfer as a Crucial Part of Learning |
| | Contemporary Educational Psychology |
| | Individual Styles of Learning and Thinking |
| | Gender differences in the classroom |
| | Differences in cultural expectations and learning styles |
| | Bilingualism: language differences in the classroom |
| | Balanced or fluent bilingualism |
| | Cultural differences in language use |
| | Cultural differences in attitudes and beliefs |
| | Accommodating diversity in practice |
| | Contemporary Educational Psychology |
| | Uses of standardized tests |
| | Types of Standardized Tests |
| | Achievement Tests: Summarizing the Past |
| | Principles of Learning and Teaching (PLT) Tests |
| | Teaching Foundations Tests |
| | Diagnostic Tests: Profiling Skills and Abilities |
| | Aptitude Tests: Predicting the Future |
| | Diagnosing Student's Strengths and Weaknesses |
| | Assisting Teachers' Planning |
| | Assessing Students' Progress in a Wider Context |
| | Selecting Students for Specific Programs |
| | Contemporary Educational Psychology |
| | Selecting appropriate assessment techniques |
| | Types of Teacher-made Assessments |
| | Teacher's observations, questioning, record keeping |
| | Constructed response items |
| | Contemporary Educational Psychology |
| | Teacher-made Assessment Strategies |
| | Psychological constructivism |
| | Instructional scaffolding |
| | Zone of proximal development |
| | Contemporary Educational Psychology |
| | Key Terms of The Learning Process |
| | Key Terms of The Learning Process |
| | Schedule of reinforcement |
| | Contemporary Educational Psychology |
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