Kathleen M. Cauley, Fredric Linder, James McMillan

Annual Editions: Educational Psychology 04/05

• Broschiertes Buch

Produktbeschreibung

This nineteenth edition of Annual Editions: Educational Psychology is a collection of articles from the best of the public press. The articles discuss perspectives on teaching; development; exceptional and culturally diverse students; learning and instruction; motivation and classroom management; and assessment. Adopters have access to Dushkin Online, a student website designed to support Annual Editions titles. (www.dushkin.com/online/)

Produktdetails

• Annual Editions: Educational P
• Verlag: Dushkin Publishing
• Revised
• Seitenzahl: 240
• Erscheinungstermin: April 2004
• Englisch
• Abmessung: 274mm x 210mm x 13mm
• Gewicht: 553g
• ISBN-13: 9780072863796
• ISBN-10: 007286379X
• Artikelnr.: 21561803

Inhaltsangabe

UNIT 1. Perspectives on Teaching 1. Good Teachers, Plural, Donald R. Cruickshank and Donald Haefele, Educational Leadership, February 2001 The authors examine the various perspectives used throughout the twentieth century to describe what makes a good teacher. They argue that because none of the previous theories satisfies everyone, we should recognize many kinds of good teaching and develop evaluation systems that encompass the full range of what could be considered effective teaching. 2. What I Hope for in My Children
s Teachers: A Parent
s Perspective, David Boers, The Clearing House, September/October 2001 David Boers provides a parent
s perspective on effective teaching that captures the research on the topic. He argues that caring, thoughtful, and knowledgeable teachers will always have parental support. He sets a high standard for teachers who reflect on their classrooms, refine their skills, know their students, and meet their students
needs to understand and develop. 3. What Urban Students Say About Good Teaching, Dick Corbett and Bruce Wilson, Educational Leadership, September 2002 Interviews with inner-city adolescents revealed that these students care deeply about learning and that they value adults who are willing to help them learn. They define effective teachers as those who push students to learn and are willing to explain the material, vary classroom activities, and otherwise help until they do learn. 4. Helping Children Cope With Loss, Death, and Grief: Response to a National Tragedy, National Association of School Psychologists, October 22, 2001 This pertinent article, provided by the National Association of School Psychologists, discusses the range of reactions that children and adolescents display in response to loss, death, and grief and suggests ways that teachers and parents can help them cope with their own personal situation and the national tragedy of September 11, 2001. UNIT 2. Development Part A. Childhood 5. Shaping the Learning Environment: Connecting Developmentally Appropriate Practices to Brain Research, Stephen Rushton and Elizabeth Larkin, Early Childhood Education Journal, Volume 29, Number 1, 2001 The authors discuss the relationships between recent findings in brain research and developmentally appropriate practices in order to explore the implications for early childhood learning and teaching. 6. To Be Successful-Let Them Play!, Sally C. Hurwitz, Childhood Education, Winter 2002/2003 How important is play to young children? This article offers insights into how play contributes to the cognitive and social development of children. Part B. Adolescence 7. The School and the Child and the Child in the School, Debra Eckerman Pitton, Middle School Journal, September 2001 This article describes the unique developmental needs of young adolescents and how middle school teachers can create a curriculum and classroom to accommodate those needs. 8. Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship, Hilda C. Rosselli and Judith L. Irvin, Middle School Journal, January 2001 The authors discuss the characteristics and needs of gifted adolescents as well as the instructional implications and programs for middle schools. UNIT 3. Exceptional and Culturally Diverse Children Part A. Educationally Disabled 9.
Mom, Will Kaelie Always Have Possibilities?
-The Realities of Early Childhood Inclusion, Mary Frances Hanline and Steven Daley, Phi Delta Kappan, September 2002 The authors discuss the myths surrounding the inclusion of children with disabilities in early childhood education programs. 10. Into the Mainstream: Practical Strategies for Teaching in Inclusive Environments, Brent Hardin and Marie Hardin, The Clearing House, March/April 2002 Teachers often feel daunted by the prospect of having disabled students in their regular classrooms because of the lack of sufficient teacher training and support services. The authors present several strategies to help teachers cope with the demands of inclusion and to help them become more effective overall. Part B. Gifted and Talented 11. Challenges of Identifying and Serving Gifted Children With ADHD, Lori J. Flint, Teaching Exceptional Children, March/April 2001 The article describes the relationships between ADHD, giftedness, and creativity. Lori Flint discusses how teachers and parents can help gifted children with ADHD to become more successful in school. 12. Beyond the Gifted Stereotype, Carolyn M. Callahan, Educational Leadership, November 2001 A new understanding of giftedness means a more diverse population of gifted students. Carolyn Callahan presents the myths associated with gifted students and ways to create classrooms for learning. Part C. Culturally and Academically Diverse 13. Celebrate Diversity!, Mary Anton-Oldenburg, Instructor, September 2000 Multicultural educational strategies are described in this article in order to aid teachers in creating a caring classroom that honors their students
diverse cultural backgrounds. 14. Lessons on Multicultural Education from Australia and the United States, Leslie A. Swetnam, The Clearing House, March/April 2003 The author compares the multicultural education practices of Australia with those in the United States. The philosophical orientations, content and methods, and teacher preparation in multicultural education revealed some similarities in the two systems as well as some very instructive differences. 15. Cultural Influences on the Development of Self-Concept: Updating Our Thinking, Hermine H. Marshall, Young Children, November 2001 Hermine Marshall discusses the different values and beliefs that shape a child
s socialization and consequently, in part, their development of self. Several practical guidelines are presented to support the development of positive self-concepts in culturally diverse groups of children. UNIT 4. Learning and Instruction Part A. Learning and Cognition 16. Students Remember
What They Think About, Daniel T. Willingham, American Educator, Summer 2003 Based on principles of cognitive psychology, the importance of meaningful structure is discussed as a strategy to help students remember more. Shallow knowledge and understanding is contrasted with deep knowledge and understanding. Ideas for designing lessons, assignments, and classroom assessments are presented. 17. Beyond Learning By Doing: The Brain Compatible Approach, Jay W. Roberts, Journal of Experiential Education, Fall 2002 This article reviews principles of brain based learning with an emphasis on finding patterns, making meaning, and the importance of complex and multisensory environments. These principles are then applied to experiential learning. 18. Ability and Expertise: It
s Time to Replace the Current Model of Intelligence, Robert J. Sternberg, American Educator, Spring 1999 Robert Sternberg argues for a new conception of intelligence that emphasizes developing expertise in any number of domains. He stresses the importance of metacognitive skills, thinking skills, knowledge, motivation, and context. 19. It
s No Fad: Fifteen Years of Implementing Multiple Intelligences, Thomas R. Hoerr, Educational Horizons, Winter 2003 This article summarizes the theory of multiple intelligences (MI). Classrooms that are based on MI are summarized and contrasted with traditional classrooms, with implications for teaching, curriculum, and assessment. 20. Caution-Praise Can Be Dangerous, Carol S. Dweck, American Educator, Spring 1999 Praising success, as an application of positive reinforcement theory, is practiced ubiquitously by teachers. Carol Dweck summarizes studies she has conducted on how various factors, including effort, intelligence, difficulty, and enthusiasm, affect the impact of praise on student motivation. 21. Webs of Skill: How Students Learn, Kurt W. Fischer and L. Todd Rose, Educational Leadership, November 2001 A constructive web of skills is used to illustrate how students learn by making meaningful branches and connections. These maps provide a new tool for understanding variations in student learning styles. 22. Invitations to Learn, Carol Ann Tomlinson, Educational Leadership, September 2002 The author maintains that students care deeply about learning and respond when their needs for affirmation, contribution, purpose, power, and challenge are met. Such social psychological needs are satisfied by teachers who constantly, through their behaviors, invite students to learn. 23. The Tyranny of Self-Oriented Self-Esteem, James H. McMillan, Judy Singh, and Leo G. Simonetta, Educational Horizons, Winter 2001 Healthy self-esteem develops as a result of the student
s being occupied by interests and pursuits external to self and by meaningful accomplishment of externally set standards of performance, not from the self-preoccupation and selfism that are fostered by many self-esteem programs. Part B. Instructional Strategies 24. Concept Mapping as a Mindtool for Critical Thinking, Nada Dabbagh, Journal of Computing in Teacher Education, Winter 2001 The interdependence of procedural, declarative, and structural knowledge is illustrated through the use of concept mapping. Computer-based concept-mapping tools are reviewed to show how teachers can engage students in collaborative, generative discussions. 25. Teachers Bridge to Constructivism, Kathryn Alesandrini and Linda Larson, The Clearing House, January/February 2002 The major tenets of constructivism are reviewed with applications to instruction and classroom assessments. Learning is enhanced with collaborative and cooperative inquiry that results in active participation in authentic activities. 26. Making Students as Important as Standards, Richard W. Strong, Harvey F. Silver, and Matthew J. Perini, Educational Leadership, Novem ber 2001 The authors stress the importance of appropriate alignment between standards, learning styles, and multiple intelligences to enhance student learning. Curriculum and instructional strategies need to accommodate students
preferences and strengths. 27. The Integration of Instructional Technology Into Public Education: Promises and Challenges, Rodney S. Earle, Educational Technology, January/February 2002 When appropriately integrated, instructional technology can enhance student performance, improve students
attitudes about learning and themselves, and lead to a more effective learning environment. The authors summarize principles of effective integration into instructional practices. 28. Using Data to Differentiate Instruction, Kay Brimijoin, Ede Marquissee, and Carol Ann Tomlinson, Educational Leadership, February 2003 This article shows how data on student learning from classroom assessments can be used to differentiate instruction in order to enhance the learning of all students. Informal and formal data, and student self-assessments, are used to shape instruction. UNIT 5. Motivation and Classroom Management Part A. Motivation 29. Intrinsic Versus Extrinsic Motivation in Schools: A Reconciliation, Martin V. Covington, Current Directions in Psychological Science, February 2000 Martin Covington suggests that intrinsic and extrinsic motivation can be reconciled by focusing on student interests. He reports on research that suggests that the negative effects of extrinsic motivation can be reduced by building learning tasks around student interests, developing grading systems that are criterion-referenced rather than norm-referenced, and recognizing students for being involved in learning. 30. Do Students Care About Learning? A Conversation with Mihaly Csikszentmihalyi, Marge Scherer, Educational Leadership, September 2002 Student engagement and its role in motivation, is explored. Csikszentmihalyi
s concept of flow is explained, along with instructional activities that engage students and inspire a love of learning. 31. What Engages Underachieving Middle School Students in Learning?, Mike Muir, Middle School Journal, November 2001 Teachers often wonder how to motivate all students to learn. Mike Muir
s interviews with six disengaged middle school students suggest that students believe that they learn best in a respectful learning environment where teachers make learning meaningful and provide hands-on activities, projects, and differentiated assignments. In addition, they want teachers to support student autonomy by giving them choices in activities. This may be the key to motivating the underachieving student. Part B. Classroom Management 32. When Children Make Rules, Rheta DeVries and Betty Zan, Educational Leadership, September 2003 The article discusses a classroom management technique in which teachers in constructivist classrooms engage students in discussions to make classroom rules. They argue that children who make rules demonstrate an understanding of the classroom norms by putting them in their own words. They also discuss guidelines for using external control. 33. A Positive Learning Environment Approach to Middle School Instruction, Peggy Hester, Robert A. Gable, and M. Lee Manning, Childhood Education, Spring 2003 Developmentally appropriate classroom management strategies are presented as the foundation of a positive learning environment. This proactive approach creates a learning environment that precludes the need to deal with inappropriate or disruptive behavior. 34. The Key to Classroom Management, Robert J. Marzano and Jana S. Marzano, Educational Leadership, September 2003 The authors find that the quality of student-teacher relationships is the foundation for effective classroom management. They describe the qualities of effective student-teacher relationships and how to work with high-needs students. 35. Corporal Punishment: Legalities, Realities, and Implications, Patricia H. Hinchey, The Clearing House, January/February 2003 Patricia Hinchey discusses the dangers of corporal punishment, which is still used to discipline students in 23 states. She argues that children
s rights need to be protected and that teachers should act as advocates for children
s welfare. UNIT 6. Assessment 36. Fundamental Assessment Principles for Teachers and School Administrators, James H. McMillan, Practical Assessment, Research & Evaluation, 2000 Eleven basic principles of assessment are presented as skills that are needed by teachers and administrators to enhance instruction. Technical concepts such as reliability, validity, and fairness are included along with skills that are more related to teaching, student learning, and motivation. 37. Are We Measuring Student Success With High-Stakes Testing?, Kathleen Anderson Steeves, Jessica Hodgson, and Patricia Peterson, The Educational Forum, Spring 2002 High-stakes testing is now part of the landscape of public education. Controversy continues about whether such tests provide a meaningful measure of student success. Negative consequences, such as teaching to the test, are summarized. 38. The Seductive Allure of Data, W. James Popham, Educational Leadership, February 2003 W. James Popham explains why standardized test results are rarely useful as feedback to teachers for improving student performance. He summarizes why instructionally useful classroom assessments provide the best data to enhance teaching and learning. 39. Teaching About Performance Assessment, Judy Arter, Educational Measurement: Issues and Practices, Summer 1999 Judy Arter suggests ways for teachers to learn about how to best utilize performance assessments, including the development of performance tasks and grading criteria. She also shows how to use performance assessments for instruction and grading. 40. Classroom Assessment for Learning, Stephen Chappuis and Richard J. Stiggins, Educational Leadership, September 2002 The authors argue that student-involved classroom assessment engages and motivates students to do their best work. Such formative self-assessment provides students with information to monitor their own learning. 41. Helping Standards Make the Grade, Thomas R. Guskey, Educational Leadership, September 2001 This article shows how to use standards-based grading. Based on principles of criterion-referenced, rather than norm-referenced, interpretation, standards-based grading is differentiated for products, process, and progress.