Tag Archives: education psychology

► Seifert, et. al. Educational Psychology (2009)

Seifert and Sutton,  Educational Psychology (2009)

From the authors, “All in all, we hope that you find Educational Psychology a useful and accessible part of your education. If you are preparing to be a teacher, good luck with your studies and your future! If you are an instructor, good luck with helping your students learn about this subject!”

Purchase print copy $49.95 (365 pages, 12 chapters, see table of contents below)

Download Free PDF (color, 4 Mb, 365 pages).

Original Source:  Global Text Project


Table of Contents

1. The changing teaching profession and you.

  • The joys of teaching
  • Are there also challenges to teaching?
  • Teaching is different from in the past
  • How educational psychology can help

2. The learning process

  • Teachers’ perspectives on learning
  • Major theories and models of learning

3. Student development.

  • Why development matters.
  • Physical development during the school years
  • Cognitive development: the theory of Jean Piaget
  • Social development: relationships,personal motives, and morality
  • Moral development: forming a sense of rights and responsibilities
  • Understanding “the typical student” versus understanding students.

4. Student diversity

  • Individual styles of learning and thinking.
  • Multiple intelligences.
  • Gifted and talented students
  • Gender differences in the classroom
  • Differences in cultural expectations and styles
  • Oppositional cultural identity.
  • Accommodating cultural diversity in practice.

5. Students with special educational needs

  • Look at these three people from the past. All were assigned marginal status in society because of beliefs about disabilities:.
  • Growing support for people with disabilities: legislation and its effects
  • Responsibilities of teachers for students with disabilities.
  • Categories of disabilities—and their ambiguities
  • Learning disabilities.
  • Attention deficit hyperactivity disorder.
  • Intellectual disabilities.
  • Behavioral disorders.
  • Physical disabilities and sensory impairments
  • The value of including students with special needs

6. Student motivation

  • Motives as behavior
  • Motives as goals.
  • Motives as interests.
  • Motives related to attributions
  • Motivation as self-efficacy.
  • Motivation as self-determination
  • Expectancy x value: effects on students’ motivation
  • TARGET: a model for integrating ideas about motivation.

7. Classroom management and the learning environment

  • Why classroom management matters
  • Preventing management problems by focusing students on learning.
  • Responding to student misbehavior.
  • Keeping management issues in perspective.

8. The nature of classroom communication

  • Communication in classrooms vs communication elsewhere.
  • Effective verbal communication.
  • Effective nonverbal communication.
  • Structures of participation: effects on communication
  • Communication styles in the classroom.
  • Using classroom talk to stimulate students’ thinking
  • The bottom line: messages sent, messages reconstructed

9. Facilitating complex thinking

  • Forms of thinking associated with classroom learning
  • Critical thinking
  • Creative thinking
  • Problem-solving
  • Broad instructional strategies that stimulate complex thinking
  • Teacher-directed instruction
  • Student-centered models of learning.
  • Inquiry learning
  • Cooperative learning.
  • Examples of cooperative and collaborative learning
  • Instructional strategies: an abundance of choices.

10. Planning instruction

  • Selecting general learning goals.
  • Formulating learning objectives
  • Differentiated instruction and response to intervention.
  • Students as a source of instructional goals.
  • Enhancing student learning through a variety of resources.
  • Creating bridges among curriculum goals and students’ prior experiences.
  • Planning for instruction as well as for learning.

11. Teacher-made assessment strategies.

  • Basic concepts.
  • Assessment for learning: an overview of the process
  • Selecting appropriate assessment techniques I: high quality assessments
  • Reliability
  • Absence of bias
  • Selecting appropriate assessment techniques II: types of teacher-made assessmentsSelected response items
  • Constructed response items
  • Portfolios.
  • Assessment that enhances motivation and student confidence
  • Teachers’ purposes and beliefs
  • Choosing assessments
  • Providing feedback
  • Self and peer assessment
  • Adjusting instruction based on assessment.
  • Communication with parents and guardians.
  • Action research: studying yourself and your students.
  • Grading and reporting

12. Standardized and other formal assessments

  • Basic concepts.
  • High-stakes testing by states
  • International testing.
  • International comparisons
  • Understanding test results.
  • Issues with standardized tests

Appendices and Resources

  • Appendix A: Preparing for licensure.
  • Appendix B: Deciding for yourself about the research
  • Appendix C: The reflective practitioner.
  • Resources for professional development and learning
  • Reading and understanding professional articles
  • Action research: hearing from teachers about improving practice.
  • The challenges of action research.
  • Benefiting from all kinds of research