Born out of interactions in schools in Singapore and adaptation of Parsons/Educational Psychology, this book is a synergy of the experiences and expertise of Asian and American co-authors. The underpinning approach is the use of real-world scenarios to stimulate reflection and contextualization of theories. The indigenous element of this book and its many innovative features make it an indispensable companion to the beginning teacher as well as educators.
Foreword
Preface
Acknowledgements
Introduction
Chapter 1. THE TEACHER AS PRACTITIONER AND RESEARCHER
Teaching: A Noble Profession. Teaching: A Complex and Challenging Process. Teacher as Decision Maker. Educational Psychology Theory and Research: Facilitating Decision Making. Teachers as Practitioners-Researchers. The Organizing Model for this Text. A Final Note.
SECTION I: CONSIDERING THE UNIQUENESS OF "WHO" WE TEACH.
2. DEVELOPMENTAL THEORY: COGNITIVE DEVELOPMENT
What is Development? Why is Understanding Development Important to Classroom Teachers? Piaget''s Theory of Cognitive Development. Basic Cognitive Concepts. Piaget''s Stage of Cognitive Development. Adolescent Social Cognition: The Work of Elkind. The Alternative Perspective of Vygotsky. Feurstein''s Theory of Cognitive Modifiability and Mediated Learning. The Work of the Constructivists and the Neo-Piagetians. Language Reflecting and Affecting Cognition. Language Development. Teaching and Language.
3. DEVELOPMENTAL THEORY: MORAL AND PSYCHOSOCIAL DEVELOPMENT
Moral Development. Psychosocial Development. Other Psychological Issues.
4. EXCEPTIONALITIES-ADDRESSING STUDENTS'' UNIQUE NEEDS
Responding to the Educational Needs of Exceptional Students. Full Inclusion Versus a Continuum of Service. Including Children With Exceptional Intelligence. Mental Retardation. Gifted Students. Specific Learning Disabilities. Students With Physical Challenges and Chronic Health Problems. Sensory Impairment. Students With Communicative Disorders. Students With Emotional/Behavioral Disorders.
5. STUDENT DIVERSITY
Diversity in Singapore. Difference: Just That…Difference! Cultural Diversity. Race and Ethnicity. Linguistic Diversity. Learning Style. Gender Roles. Socioeconomic Status. Embracing Diversity.
SECTION II: THE HOW OF TEACHING: LEARNING THEORY AND INSTRUCTIONAL PRACTICE.
6. LEARNING THEORIES: BEHAVIORISM
What is Learning? How Do Behaviorists Explain How We Learn? A Look at Classical Conditioning. Focusing on Operant Conditioning. A Look at Neobehaviorism.
7. COGNITIVE LEARNING THEORIES
Foundations of Cognitive Learning Theory. Contemporary Cognitive Theories. Factors Affecting Rote and Meaningful Verbal Learning.
SECTION III: THE HOW OF TEACHING: CONSIDERING ISSUES OF MOTIVATION AND MANAGEMENT.
8. MOTIVATION IN THE CLASSROOM
What is Motivation? The Motivation-Learning Connection. Understanding Motivation. Value: An Essential Motivational Ingredient. Expectancy: A Second Essential Motivational Ingredient. The Classroom: Impacting Student Motivation.
9. CLASSROOM ECOLOGY AND MANAGEMENT
The Classroom: A Complex Environment. Creating a Positive Physical Environment. Creating a Positive Social Environment. Matching Environment to Learning Style.
10. CLASSROOM MANAGEMENT
Classroom or Student Management? Focusing on the Many as Well as the Few. Prevention. Intervention. Remediation.
SECTION IV: PUTTING IT ALL TOGETHER: PLANNING-DOING-ASSESSING.
11. PLANNING: ESSENTIAL TO INSTRUCTION
Purpose of Planning. Classroom Planning: Reflecting the Mission of the Educational System. Types of Planning. Factors Affecting Planning. Instructional Objectives. Domains and Taxonomies of Objectives. Gagne''s Outcomes of Instruction. Effective Planning and Teaching.
12. LEARNER-CENTERED INSTRUCTION: METACOGNITION AND CONSTRUCTIVISM
What is Metacognition? Teachers'' Role in Training Metacognition. Constructivism: The "New" Movement.
13. CLASSROOM ASSESSMENT
What is Classroom Assessment? Why Plan for Assessment? What Are The Different Kinds of Traditional Assessments? How Do Teacher-Made Tests Facilitate Assessment? How Do Standardized Tests Facilitate Assessment? Basic Considerations and Concepts in Assessment. New Developments: Authentic Assessment.
Glossary
References
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Oon Seng Tan
Professor Oon-Seng Tan is Director of the Centre for Research in Child Development at the National Institute of Education, Singapore, a Yidan Visiting Global Fellow at Harvard University, President of the Educational Research Association of Singapore and APERA, and the Editor-in-Chief of Educational Research for Policy & Practice.
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Richard D. Parsons
Richard D. Parsons is the author of approximately 19 books including several Wadsworth titles: 'Educational Psychology: A Practitioner-Researcher Model of Teaching' (with Stephanie Hinson and Deborah Sardo-Brown) and 'Teacher as Reflective Practitioner and Action Researcher' (with Kimberlee Brown). Parsons has co-authored over 60 professional articles and book chapters. He is a licensed psychologist and certified school psychologist. In addition to his professional membership, Parsons has been named a member of American Men and Women of Science and American Catholic Who's Who and received the Pennsylvania Counseling Association's Counselor of the Year award.
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Stephanie Lewis Hinson
Stephanie Lewis Hinson is a highly experienced teacher-educator and researcher from West Chester University.
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Deborah Sardo-Brown
Deborah Sardo-Brown is a highly experienced teacher-educator and researcher from West Chester University.
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ASIAN CONTEXTUALIZATION: A unique text for those interested in Singapore schools and applications of psychological theories to Asian classrooms.
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PROBLEM SCENARIOS: Each chapter begins with real-world classroom scenarios as triggers for engaging thinking and learning.
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LATEST THEORIES: Apart from an extensive coverage of cornerstone theories and key contemporary works.
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ACTION RESEARCH: Examples of action research and suggestions to integrate observational skills with hypothesis-testing approach.
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'TEACHER TOOL BOX': Offers many practical classroom suggestions and applications.
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PERSONAL EXERCISES: Opportunities for personal reflections are incorporated.
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CONNECTIONS: Provide internet links to the most up-to-date information and website addresses.
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CASE ILLUATRATIONS: Theories and concepts are further illustrated and deliberated through specific cases.
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FIELD EXPERIENCE QUESTIONS: Enable the reader to further contextualize theories learned in a diversity of societal, school and classroom situations.
-
ASIAN CONTEXTUALIZATION: A unique text for those interested in Singapore schools and applications of psychological theories to Asian classrooms.
-
PROBLEM SCENARIOS: Each chapter begins with real-world classroom scenarios as triggers for engaging thinking and learning.
-
LATEST THEORIES: Apart from an extensive coverage of cornerstone theories and key contemporary works.
-
ACTION RESEARCH: Examples of action research and suggestions to integrate observational skills with hypothesis-testing approach.
-
'TEACHER TOOL BOX': Offers many practical classroom suggestions and applications.
-
PERSONAL EXERCISES: Opportunities for personal reflections are incorporated.
-
CONNECTIONS: Provide internet links to the most up-to-date information and website addresses.
-
CASE ILLUATRATIONS: Theories and concepts are further illustrated and deliberated through specific cases.
-
FIELD EXPERIENCE QUESTIONS: Enable the reader to further contextualize theories learned in a diversity of societal, school and classroom situations.