Educational psychology : principles in practice / Rosemary A. Rosser, Glen I. Nicholson.

Table of Contents

Chapter 1.a The challenge of education and the resources n of psychology

Introduction
The purpose of schooling
The purpose of psychology
Bring psychology to bear on education

PART 1 A SCIENTIFIC APPROACH
Chapter 2.a The methods of scientific Investigation in Psychology
Introduction
The logic of science
Science and the psychologist
Conclusion: science, methodology, and theory

Chapter 2.b PSYCHOLOGICAL APPROACHES AND CLASSROOM HAPPENINGS
Variables in classroom
Operationalizing outcomes: the use of performance objectives
Objectifying performance
Pros and Cons of performance

PART II FOCUS ON ENVIRONMENTAL IMPACT
Chapter 3.a Behavioral approaches to learning
Introduction: Historical background
The logical underpinnings of behaviorism
Classical conditioning
Operant conditioning
Evaluation

Chapter 3.b THE USE OF BEHAVIORAL PRINCIPLES FOR CLASSROOM MANAGEMENT
Recording data
Procedures for increasing behaviors- the use of reinforcement contingencies
Decrease procedures

Chapter 4.a Social Learning theory: A Interactive approach to Learning
An example of an interactionist approach
How many imitative learning occurs
Types of modeling effects

Chapter 4.b Modeling in the classroom
The teacher as a model
Classroom management and vicarious consequences
Utilizing models for academic learning
Other sources of modeling in the classroom

Chapter 5.a Cognitive and Information processing approaches to Learning
A contrast of approaches to learning
Historical approaches
Current theorists
An Information-processing approach

Chapter 5.b Classroom application of cognitive and Information processing theories
Learners characteristic
Events proceeding learning
Events during learning
Events following the learning act

PART III FOCUS ON THE PERSON: DEVELOPMENT
Chapter 6.a Cognitive development
Philosophical and psychological view of children
Basic components of Piagetian theory
Stages and developmental tasks
Research in reaction Piagetian theory

Chapter 6.b Cognitive developmental theory: Implications for practice
Piaget's Impact on process
Specific applications of the theory
Summary: A cautionary note

Chapter 7.a Language: Development, Learning, and thinking
The study of language acquisition
A description of language development
Theories of language development
Language and thinking

Chapter 7.b Fostering Language growth in a classroom environment
General themes from the psychological literature
The special case of seeking information: question asking skills
Language as a symbolic mediator
Teaching the linguistically different: Bilingual education

PART IV FOCUS ON THE PERSON: ATTRIBUTES AND CHARACTERISTIC
Chapter 8.a Theories of Intelligence
Psychological constructs, traits, and trait theories
Measurement Technology and the assessment of Intelligence in pursuit of a better dipstick
The origins of Intelligence and the importance of context
Alternative approaches to intelligence

Chapter 8.b Measurement of ability and achievement
Characteristics of good measurement
A little bit about statistics
The measurement of intelligence
The measurement of achievement
Chapter 9.a Psychological Implications of a ability classifications: group differences in Intelligence
Sex differences and cognitive ability
Racial differences and ability

Chapter 9.b Providing for Individual and group differences: special Education
Identifying special needs
Providing for Individual differences
Providing for individual differences in the regular classroom

Chapter 10 Motivation and related constructs
Instincts as motives
Drives and homeostasis
Classification of needs
Achievement motivation
The attribution theory of motivation
Etc.

Chapter 10.b Motivation in the Classroom
Radical behaviorist approach
Expediencies and motivation
Goals and motivations

PART V FOCUS ON OUTCOME
Chapter 11.a Concept learning
Definitions and varieties of concepts
Acquisition of concepts
Theoretical explanations of concepts learning
Current approach
Levels of concept attainment

Chapter 11.b Concept learning in the schools
Determining the concepts to be taught
planning instruction
Determining instructional method
Concepts and transfer

Chapter 12.a The comprehensive of Information: learning from prose and pictures
The nature of psychological studies of comprehension
The comprehension of prose
Spatial Information and Imagery
Conclusions and summary

Chapter 12 b Techniques for increasing comprehension in the classroom
Information content and the Fallacy of assumptions
Building on the learners
Encouraging elaboration

Chapter 13 Social Cognition and prosocial behavior
Promoting prosocial behavior in the classroom

Chapter 14 The construction of measurement instruments

Chapter 15 Evaluation of student progress

Includes Index: p. 651-671.