Psychology for teaching : a bear always usually sometimes rarely never always faces the front will not commit himself just now faces the future is politically correct is not a choirboy! / Guy R. Lefrançois.

Format:

Book

Author/Creator:

Lefrançois, Guy R.

Language:

English

Subjects (All):

Educational psychology.

Teaching--Psychological aspects.

Teaching.

Learning, Psychology of.

Physical Description:

ix, 613 pages : illustrations (some color) ; 26 cm

Edition:

Tenth edition.

Place of Publication:

Belmont, CA : Wadsworth/Thomson Learning, 1999.

Contents:

Teaching and Your Beliefs 5

Psychology 7

Models of Learners and Teachers 12

A Model of Teaching 15

Psychology Applied to Teaching 17

Teaching as Decision Making 19

Teaching as Problem Solving 19

Teaching to Empower Students 20

Teaching as a Reflective Activity 21

Teaching as a Craft 22

Teaching as a Career 25

Cultural and Global Diversity 28

Part 2 Development and Teaching

2 An Overview of Development 36

Concepts in Human Development 38

Principles of Human Development 40

Moral Development 52

Language Development 57

3 Cognitive and Social Development 66

Gender Roles 68

Personality Development: Erik Erikson 74

Cognitive Development 78

Piaget's Most Basic Ideas 79

Construction of the Intellect: Piaget's Theory 83

Educational Implications of Piaget's Theory 99

Vygotsky's Cultural/Cognitive Theory 103

Educational Implications of Vygotsky's Theory 106

Part 3 Learning and Teaching

4 Behaviorism and Social Learning Theory 114

Learning 116

Three Approaches to Human Learning 119

Pavlov's Classical Conditioning 120

Watson's Environmentalism 122

Thorndike's Connectionism 124

Skinner's Operant Conditioning 130

A Summary of Behavioristic Contributions to Instruction 145

Beyond Freedom: A Philosophical Discussion 148

Bandura's Social Cognitive Theory 149

Instructional Implications of Social Cognitive Theory 158

5 Thinking and Remembering 164

Cognitivism 166

The Modal Model of Memory 169

Processes in Long-Term Memory 177

Educational Applications: Teaching for Retrieval 179

Metacognition 186

6 Cognitive Approaches to Teaching 200

Direct Instruction and Constructivism 203

Bruner's Theory: Discovery Learning 208

Ausubel's Theory: Reception Learning 213

Discovery or Reception? 219

Some Cognitive Instructional Models and Emphases 223

Another Look at Constructivism 229

7 Humanistic Approaches to Teaching 236

Humanistic Psychology 238

Rogerian Humanistic Theory 240

Humanism in the Classroom 246

Specific Humanistic Programs in the Classroom 251

Some Reactions to Humanistic Education 265

Constructivism, Humanism, and the Best Teaching Practices 267

Part 4 Diversity and Teaching

8 Intelligence and Creativity 274

Some Views and Theories of Intelligence 276

Measuring Intelligence 285

Some Influences on Intelligence 296

Creativity 300

Connections Between Creativity and Intelligence 305

9 Learners with Special Needs 314

The Talented and the Gifted 317

Teaching Those with Disabilities 331

Definition and Identification of Exceptionality 338

10 Multicultural Education: Adapting Instruction for Learners 356

Multiculturalism 358

Adapting Instruction for Diverse Learners 367

Tracking 368

The Learning Styles Approach 371

Programmed Instruction 373

Computers in Education 377

Other Individualized Instructional Programs 389

Attribute

Treatment Interaction 393

Part 5 More Effective Instruction

11 Motivation and Teaching 402

Motives: Explanations for Behavior 405

Historical Views of Human Motivation 406

Magnitude of Motivation: Arousal Theory 409

A Behavioristic View of Motivation 414

A Humanistic View of Motivation 418

Cognitive Views of Motivation 422

Classroom Applications of Cognitive Views 431

12 Classroom Management 440

Classroom Management and Discipline 442

Humanistic Models of Classroom Management 448

Democratic Models of Classroom Management 454

Behavioristic Models of Classroom Management 462

Some Practices for Your Classroom Management Plan 475

13 Instructional Objectives and School Assessments 484

Measurement and Evaluation in Schools 486

Instructional Goals and Assessment 490

Blueprints for Teacher-Made Tests 499

Characteristics of a Good Measuring Instrument 501

Standardized Tests 505

Teacher-Made Tests 510

Criterion-Referenced Testing 515

Performance-Based Assessments 518

Some Legal Issues in Educational Assessment 524

Concluding Thoughts on Educational Assessment 526.

Notes:

Includes bibliographical references (pages [561]-589) and index.

ISBN:

0534574475

OCLC:

249128158